In this article, the author explores some of the issues about schools and communities, suggesting that schools need to be more strongly connected to their communities and, for this to happen, more systematic ways need to be developed of understanding the nature and complexity of those communities (which are often diverse and changing rapidly, particularly in urban areas). To illustrate the benefits for schools, and school leaders in particular, in taking a more systematic approach to understanding relationships in their local communities and developing more productive relationships, she draws on two projects, both of which are reported more fully elsewhere: "Leadership on the Front-line" and "Exploring New Forms of Community Leadership". The examples given from the two projects serve to illustrate three points. First, that it is important to try and capture the distinctive context of individual schools in challenging urban contexts and for school leaders to understand their own role as a school leader in relation to that context. How schools and communities work together is unique to each context and based on intensively personal relationships. Secondly, that providing schools with tools and approaches that will enable them to understand their local community better, and to work together with that community more effectively, can unleash creativity and potential. The third and final point is that finding new ways of looking at complex issues about school and community and relationships, developing new approaches and strategies is not a burden to schools and their leaders but something that can be extremely rewarding. (Contains 3 footnotes.)